Grammar Micro-teaching Lesson Plan

Phrasal verbs [on/off] ?

Students: 20 Level: Upper intermediate Length: 20 minutes Instructor: Julie Kim, Kyung Sook

Materials: ▪ Worksheet ▪ Wall chart ▪ Realia (gloves) ▪ Board and marker ▪

Aims: ▪ Main aim: To enable Ss to improve grammar skills by using the phrasal on and off. verb. ▪ Secondary aim: Ss will improve phrasal verb by having Ss do worksheet questions and answers. ▪ Personal aims: I want to improve my grammar skills. I want to improve my ICQ/CCQ delivery. I want to teach English with confidence.

Language Skills: ▪ Listening -Conversations with different voice each partner and classmates′ speaking ▪ Reading -The explanation of simple remides. ▪ Speaking -Participating an activity, comparing answer within groups. ▪ Writing - Matching and exercise worksheets, experience their own notebook.

Language Skills: ▪ Listening -Conversations with different voice each partner and classmates′ speaking ▪ Reading -The explanation of simple remides. ▪ Speaking -Participating an activity, comparing answer within groups. ▪ Writing - Matching and exercise worksheets, experience their own notebook.

Language Skills: ▪ Speaking: Ss discuss with partner and say the answer ▪ Listening: Ss listen from partner and teacher’s instruction. ▪ Reading: Ss read the questions and answers ▪ Writing: Ss write on the worksheets.

Language Systems: ▪ Phonology: Sound of different people′s saying and pronunciation ▪ Lexis: Phrasal verb relate to make sentence ▪ Grammar: Phrasal verbs ▪ Function: Non to discuss ▪ Discourse: Non to discuss

Assumptions: Students already know: ▪ Ss are able to make sentence with phrasal verbs ▪ The teacher′s style of teaching and the pace of the class ▪ Ss are at an upper-intermediate level and have already known some phrasal verbs ▪ Ss understand well

Anticipated Errors and Solutions: Problems Solution ▪ Finish earlier than expected ▪ Play game ▪ Not enough time ▪ Cut off post-activity ▪ Understand well ▪ Learn more phrasal verbs ▪ Confused phrasal verbs ▪ Give more example and encouragement

References: ▪ English grammar in use by Raymond Murphy

Lead-In
Materials:
Time 2min	Set Up Whole class	Procedure: <Greeting> How are you? How is the weather today? (Ask the Ss) Very nice…!!

Pre-Activity
Materials: Board and markers, Gloves, Wall chart, Worksheet 1
Time 2min 3min	Set Up Whole class	Procedure: <Eliciting > Realia T: Today is very cold, so I put my gloves on. (action: put on the gloves) But, I took off my gloves after arrived in our classroom. (action: take off the gloves) T: (call the one of S name) Please, switch/turn the light off..! Switch/turn the light on again. Thanks your helping T: Like this verb with preposition, we called phrasal verb, so today you are going to learn it. (Write on the board : verb + preposition [on/off] ) T: Today grammar topic is phrasal verb. CCQs Is today grammar topic Phrasal verb? <Instruction> I will give you worksheet 1, make complete sentences. You have 1 min and do it individually. T: We start together..!! Wait everybody get the worksheet..!! ICQs Are you working individually? (Yes) Are you making sentences? (Yes) How much time do you have? (1min) T: Let’s beginning..!! <Checking the answer> T: (Call the 6 Ss name) Please. (i.g; Jenna) answer the #1. -> #6
Main Activity
Materials: Worksheet 2
Time 3min 5min	Set Up Whole class Group work Whole class	Procedure: T: Three times clap. (if needed)^^ <Read the wall chart> Wall chart (Put on the board the wall chart) T: I give you example.(from wall chart) i.g) He put on his shoes. I’ve put on two kilograms in the last month. T: Those are same way to combine verb (put) + preposition or adverb(on), but meaning is different. T: The phrasal verb is a verb combine with preposition or adverb, to give a new meaning. Instruction I will share 3 groups and pass the worksheet 2. It is group work. Everybody have a worksheet, you can start. I give you 4 min. Each group answer on the board. ICQs How much time do you have?(4min) Are you working individually? (NO) Do you start together? (Yes) (Distribute the worksheet 2) (Monitoring) (If Ss can’t answer) T: Loot at the wall chart. T: 1min left. Times up..! <Checking the answer> Checking together.(On the board) T: which group is best do? T: Ok, Great..!!

Post-Activity
Materials: paper cup with name
Time 3min	Set Up Whole class	Procedure: T: We are going to play game. Do you like game? Instruction It is rock, scissors and paper game. Pick up two and play game, loser make one sentence. Loser pick up the other (one)S name and play again with new S. (modeling) ICQ Are going to play game? Do you make sentence? Are you ready? <Error correction> got/ a woman /the car/ into/ drove off/ and = A woman got into the car and drove off. <Closing> T: Do you have any question? T: Good job today, too. Thanks for attention my lesson. See you tomorrow..!! Extra time If Ss finish earlier than expected. Play game all students.

Worksheet 1

Look at the pictures and complete the sentences.

Worksheet 2

Complete the sentences. Each time use a verb + on or off.

It was warm, so I took off my jacket.

What are all these people doing? What’s_____________________________?

The weather was too bad for the plane to __________________, so the flight was delayed.

I didn’t want to be disturbed, so I _______________/______________ my mobile phone.

Rachel got into her car and ________________/_______________ at high speed.

Tim has _________________ weight since I last saw him. He used to be quite thin.

A: What time are you leaving tomorrow?

B: I’m not sure yet, but I’d like to ___________/__________ as early as possible.

Don’t _____________________ until tomorrow what you can do today.

There was going to be a strike by bus drivers, but now they have been offered more money and the strike has been____________________________.

Are you cold? Shall I get you a sweater to ____________________.

When I go away, I prefer to be alone at the station or airport. I don’t like it when

people come to _______________ me __________________.